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情景教学法在初中英语语法教学中推广现状调查

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2023-01-02编辑:vicky点击率:684

论文字数:27855论文编号:org202212292127497484语种:英语 English地区:中国价格:$ 44

关键词:英语教学法论文发表

摘要:本文是一篇英语教学法论文,笔者认为在传统的语法教学中,大多数教师选择列举例子+讲解规则+做题的教学模式来教授英语。在这个过程中,有太多的解释和太多的机械练习。学生很容易对英语语法处理中的困难产生恐惧。教师可以通过创造真实情境、将枯燥的语法知识转化为动态情境、激发学生学习语法的主动性和积极性来教授语法。

本文是一篇英语教学法论文,笔者认为我们必须创新和提高不适应英语语法教学和学习的表现,并通过情景语言教学进行改进和创新。
Chapter One Literature Review

1.1 Definition of core concepts

In order to reflect the beauty and formal effect of combining theory with practice, this paper will comprehensively outline the great advantages of situational language teaching in the following paragraphs.

1.1.1 Grammar

The definition of grammar, different people have different ideas of grammar. In a narrow sense, grammar and syntax are consistent in the essence and application methods of language disciplines. Broadly speaking, grammatical rules benefit from various forms of language systems, including but not limited to vocabulary. At present, people in the industry have no unified opinion on the knowledge of grammar. Common grammatical classifications are: 

Prescriptive grammar: Prescriptive grammar refers to the grammatical rules specially formulated in a language environment. When using language for expression, we should always abide the rules of language, and once making mistakes, it means it will be used incorrectly.

Structural grammar: Hammer (2007) defines grammar is defined as a syntactic organization rule based on a specific context, we can not only abide by the basic rules of word formation and sentence formation, but also fully grasp the expression skills of pragmatic knowledge from the aspects of adjusting word order and pragmatic situation.Hu Zhuanglin (2013) believed that the study of grammar was to study the relationship between different syntactic components, including the co-occurrence relationship ,positional relationship and substitution relationship between structures, as well as the arrangement mode of each components.

1.2 Related research on grammar teaching

Many researchers at home and abroad are interested in the status and importance of grammar teaching as well as learning strategies, applied research and empirical research of the theory from different angles.

1.2.1 Research abroad

In the West, grammar teaching has risen and fallen with the development of some language teaching related subjects, such as linguistics, sociolinguistics and psycholinguistics. It’s not fixed for the importance of grammar teaching in foreign language teaching, and gradually two different views have been formed. Foreign language teaching has been swaying between pro-grammar teaching and anti-grammar teaching. Sometimes, the view of pro-grammar teaching was dominant; while in some time, the opposition to grammar teaching is the mainstream. This paper classifies the pro-and anti- grammar teaching into two types: explicit grammar teaching and implicit grammar teaching.

Explicit grammar teaching regards the learning of grammar forms as the center of grammar teaching. It usually uses the following teaching methods: grammar translation, voiced language and cognition. Grammar is the most traditional method for centuries. The abstract semantics and complex structures of foreign languages are widely understood by students through teachers’ explanations of language rules. Audio lingual method was popular around 1950, highlighting the important position of listening and speaking, focusing on repeated drills of sentence patterns, training students to communicate bravely and actively.

Chapter Two Research Design

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